PSTET Syllabus Pdf 2021 Punjab Teacher Eligibility Test Pattern Pdf Download

By | November 23, 2021


PSTET Syllabus Pdf 2021 Download Full Punjab TET Paper – I & II Detailed Syllabus Here In PDF Format ਪੰਜਾਬ ਟੀਈਟੀ ਸਿਲੇਬਸ ਅਤੇ ਪ੍ਰੀਖਿਆ ਪੈਟਰਨ ਪੀਡੀਐਫ ਇੱਥੇ ਡਾ .ਨਲੋਡ ਕਰੋ Candidates Check PSTET Selection And Minimum Qualifying Marks

PSTET Syllabus Pdf 2021

Download Punjab TET Paper – Ist & IInd Exam Syllabus Exam Pattern

Candidates can check here Full Punjab TET Paper – I & II Detailed Syllabus. We have uploaded the PSTET syllabus in PDF format for the all the candidates. Read the full article to know more about the Punjab TET syllabus. ਉਮੀਦਵਾਰ ਇੱਥੇ ਪੂਰਾ ਪੰਜਾਬ ਟੀ.ਈ.ਟੀ. ਪੇਪਰ – I ਅਤੇ II ਵਿਸਤ੍ਰਿਤ ਸਿਲੇਬਸ ਚੈੱਕ ਕਰ ਸਕਦੇ ਹਨ. ਅਸੀਂ ਸਾਰੇ ਉਮੀਦਵਾਰਾਂ ਲਈ ਪੀਐਸਟੀਈਟੀ ਸਿਲੇਬਸ ਨੂੰ ਪੀਡੀਐਫ ਫਾਰਮੈਟ ਵਿੱਚ ਅਪਲੋਡ ਕੀਤਾ ਹੈ. ਪੰਜਾਬ ਟੀ ਟੀ ਟੀ ਸਿਲੇਬਸ ਬਾਰੇ ਹੋਰ ਜਾਣਨ ਲਈ ਪੂਰਾ ਲੇਖ ਪੜ੍ਹੋ.

About Punjab TET :-
Punjab TET has released the notification of Punjab State Teacher. The Punjab TET Paper – I & II Exam will be conducted soon

PSTET Exam Structure :-
There will be two papers of the TET. Paper I will be for a person who intends to be a teacher for classes I to V. Paper II will be for a person who intends to be a teacher for classes VI to VIII. A person who intends to be a teacher either for classes I to V or for classes VI to VIII will have to appear in both papers (Paper I and Paper II).
All questions will be Multiple Choice Questions (MCQs), each carrying one mark, with four alternatives out of which one answer will be correct. There will be no negative marking.

PSTET Exam Pattern :-
Paper – I
Paper I (for classes I to V); No. of MCQs – 150;
Duration of examination: one-and-a-half hours

Subjects Marks Questions
Child Development and Pedagogy 30 30
Language I 30 30
Language II 30 30
Mathematics 30 30
Environmental Studies 30 30

PSTET Exam Pattern :-
Paper – II
Paper I (for classes VI to VIII); No. of MCQs – 150;
Duration of examination: one-and-a-half hours

Subjects Marks Questions
Child Development & Pedagogy (compulsory) 30 30
Language I (compulsory) 30 30
Language II (compulsory) 30 30
a) For Mathematics and Science teacher : Mathematics and Science 60 60
(b) For Social studies teacher : Social Studies 60 60
(c) for any other teacher – either 4(a) or 4(b)

Minimum PSTET Qualifying Marks

A person who scores 60% or more in the TET exam will be considered as TET pass. School managements (Government, local bodies, government aided and unaided) (a) may consider giving concessions to persons belonging to SC/ST, OBC, differently abled persons, etc., in accordance with their extant reservation policy; (b) should give weightage to the TET scores in the recruitment process; however, qualifying the TET would not confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment.

Validity Of PSTET Certificate :-

The appropriate Government should conduct a TET at least once every year. The Validity Period of TET qualifying certificate for appointment will be decided by the appropriate Government subject to a maximum of seven years for all categories. But there will be no restriction on the number of attempts a person can take for acquiring a TET Certificate. A person who has qualified TET may also appear again for improving his/her score.

PSTET Syllabus 2020 :-

Paper – 1 (for classes I to V) Primary Stage

Subject Syllabus
Child Development and Pedagogy a. Child Development (Primary School Child)
•Concept of development and its relationship with learning •Principles of development of children •Influence of Heredity and Environment •Socialization processes : Social world & children (Teachers, Parents and Peers) •Piaget, Kohlberg and Vygotsky : constructs and critical perspectives •Concepts of child-centered and progressive education •Critical perspective of the construct of Intelligence •Multi-Dimensional Intelligence •Language and Thought •Gender as a social construct : gender roles, gender-bias and educational practice •Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. •Distinction between Assessment for learning assessment of learning; School-Based Assessment, Continuous and Comprehension Evaluation: Perspective and practice •Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and assessing learner achievement
b. Concept of Inclusive Education and understanding children with special needs
•Addressing learners from diverse backgrounds including disadvantaged and deprived •Addressing the needs of children with learning difficulties, impairment etc. •Addressing the Talented, Creative, Specially abled learners
c. Learning and Pedagogy
•How children think and learn; how and why children ‘fail’ to achieve success in school performance •Basic processes of teaching and learning ; children’s strategies of learning; learning as a social activity; social context of learning •Child as a problem solver and a ‘scientific investigator’ •Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process •Cognition and Emotions •Motivation and Learning •Factors contributing to learning – Personal and environmental
Language I a. Language Comprehension Reading unseen passage –
two passages: one prose/drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b. Pedagogy of Language development
•Learning and Acquisition •Principles of Language teaching •Role of listening and speaking ; function of language and how children use it as a tool •Critical Perspective on the role of grammar in learning a language for communicating ideas verbally or in written form •Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders •Language skills •Evaluating language comprehension and proficiency : Listening, Speaking, Reading and Writing •Teaching-Learning Materials : Text-books, multi-media materials, multi-lingual resource of the classroom •Remedial Teaching
Language II a. Comprehension
Two unseen prose passages (discursive/literary/narrative/scientific) with questions on comprehension, grammar and verbal ability
b. Pedagogy of Language development
•Learning and Acquisition •Principles of Language teaching
•Role of listening and speaking ; function of language and how children use it as a tool •Critical Perspective on the role of grammar in learning a language for communicating ideas verbally or in written form •Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders •Language skills •Evaluating language comprehension and proficiency : Listening, Speaking, Reading and Writing •Teaching-Learning Materials : Text-books, multi-media materials, multi-lingual resource of the classroom •Remedial Teaching
Mathematics a. Content
•Geometry •Shapes and Spatial Understanding •Solids around us •Numbers •Addition and Subtraction •Multiplication •Division •Measurement •Weight •Time •Volume •Data Handling •Patterns •Money
b. Pedagogical Issues
•Nature of Mathematics / Logical Thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning •Place of Mathematics in Curriculum •Language of Mathematics •Community Mathematics •Evaluation through formal and informal methods •Problems of teaching •Error analysis and related aspects of teaching and learning •Diagnostic and remedial teaching
Environmental Studies a. Content
Family and Friends •Relationships •Work and Play •Animals •Plants Food Shelter Water Travel Things we Make and Do
b. Pedagogical Issues •Concept and scope of EVS
•Significance of EVS, integrated EVS •Environmental Studies and Environmental Education •Learning Principles •Scope and relation to Science and Social Science •Approaches of presenting concepts •Activities •Experimentation / Practical Work •Discussion •CCE •Teaching Material / Aids •Problems of teaching

Paper – 2 (for classes VI to VIII) Elementary Stage

Subject Syllabus
Child Development and Pedagogy a. Child Development (Elementary School child)
•Concept of development and its relationship with learning •Principles of development of child •Influence of Heredity and Environment •Socialization processes : Social world and children (Teachers, Parents and Peers) •Piaget, Kohlberg and Vygotsky : constructs and critical perspectives •Concepts of child-centered and progressive education •Critical perspective of the construct of Intelligence •Multi-Dimensional Intelligence •Language and Thought•Gender as a social construct : gender roles, gender-bias and educational practice •Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. •Distinction between Assessment for learning assessment of learning; School-Based Assessment, Continuous and Comprehension Evaluation: Perspective and practice •Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and assessing learner achievement
b. Concept of Inclusive Education and understanding children with special needs
•Addressing learners from diverse backgrounds including disadvantaged and deprived •Addressing the needs of children with learning difficulties, ‘impairment’ etc. •Addressing the Talented, Creative, Specially abled learners
c. Learning and Pedagogy
•How children think and learn; how and why children ‘fail’ to achieve success in school performance •Basic processes of teaching and learning ; children’s strategies of learning; learning as a social activity; social context of learning •Child as a problem solver and a ‘scientific investigator’ •Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process •Cognition and Emotions •Motivation and Learning •Factors contributing to learning – Personal and environmental
Language-I (Punjabi) a. Language Comprehension Reading unseen passage –
two passages: one prose/drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b. Pedagogy of Language development
•Learning and Acquisition •Principles of Language teaching •Role of listening and speaking ; function of language and how children use it as a tool Critical Perspective on the role of grammar in learning a language for communicating ideas verbally or in written form •Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders •Language skills •Evaluating language comprehension and proficiency : Listening, Speaking, Reading and Writing •Teaching-Learning Materials : Text-books, multi-media materials, multi-lingual resource of the classroom •Remedial Teaching
Language – II (English) a. Comprehension
Two unseen prose passages (discursive/literary/narrative/scientific) with questions on comprehension, grammar and verbal ability
b. Pedagogy of Language development
•Learning and Acquisition •Principles of Language teaching •Role of listening and speaking ; function of language and how children use it as a tool •Critical Perspective on the role of grammar in learning a language for communicating ideas verbally or in written form •Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders •Language skills •Evaluating language comprehension and proficiency : Listening, Speaking, Reading and Writing •Teaching-Learning Materials : Text-books, multi-media materials, multi-lingual resource of the classroom •Remedial Teaching
Mathematics & Science Mathe
Number System •Knowing our Numbers •Playing with Numbers •Whole Numbers •Negative Numbers and Integers •Fractions Algebra•Introduction to Algebra •Ratio and proportion Geometry •Basic Geometrical Ideas (2-D) •Understanding Elementary Shapes (2-D and 3-D) •Symmetry : (reflection) •Construction (using straight edge scale, protactor, compasses) Mensuration Data Handling b. Pedagogical Issues •Nature of Mathematics / Logical Thinking •Place of Mathematics in Curriculum •Language of Mathematics •Community Mathematics •Evaluation •Remedial Teaching •Problems of teaching
Science
i. Food •Sources of food •Components of food •Cleaning food ii. Materials •Materials of daily use iii. The world of the living iv. Moving things, people and ideas v. How things work •Electric currents and circuits •Magnets VI. Natural Phenomena VII. Natural Resources b. Pedagogical Issues •Nature and Structure of Sciences
•Natural Science / Aims and objectives •Understanding & Appreciating Science •Approaches / Integrated Approach •Observation / Experiment / Discovery (Method of Science) •Innovation •Text Materials / Aids •Evaluation – cognitive/ psychomotor/ affective •Problems •Remedial Teaching
Social Studies / Social Sciences i. History •When, Where and how •The Earliest Societies •The First Farmers and Herders •The First Cities •Early States •New Ideas •The First Empire •Contacts with Distant lands •Political Developments •Culture and Science •New Kings and Kingdoms •Sultans of Delhi •Architecture •Creation of an empire •Social Change •Regional Cultures •The Establishment of Company Power •Rural Life and Society •Colonialism and Tribal Societies •The Revolt of 1857-58 •Women and Reform •Challenging the Caste System •The Nationalist Movement •India after Independence i. Geography •Geography as a social study and as a science •Planet : Earth in the Solar system •Globe
•Environment in its totality : natural and human environment •Air •Water •Human Environment : settlement, transport and communication •Resources : Types-Natural and Human •Agriculture ii. Social and Political Life •Diversity •Government •Local Government •Making a Living •Democracy •State Government •Understanding Media •Unpacking Gender •The Constitution •Parliamentary Government •The Judiciary •Social Justice and the Marginalised b. Pedagogical Issues •Concept and Nature of Social Sciences / Social Studies •Classroom Processes, activities and discourse •Developing Critical Thinking •Enquiry / Empirical Evidence •Problems of teaching Social Sciences / Social Studies •Sources – Primary & Secondary •Project Work •Evaluation

NOTE : For a detailed syllabus of classes I – VIII, please refer to PSEB and NCERT syllabus and textbooks.

Final Words :-
Candidates are advised to make a fully hearted attempt to crack this exam. Focus on the selected Topics & Time Management is the key in this exam. So taken this point in mind gave the exam with your 100% effort.

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